Galina Galina

Elementary level


No materials added to this plan yet.

Main Aims

  • To provide speaking practice fluency in the context of family and jobs. By the end of this lesson, students will have had the opportunity to develop their speaking fluency in the context of family and jobs

Subsidiary Aims

  • By the end of this lesson students will have learned vocabulary related to family members and jobs
  • Students will have had listening and reading practice in the context of family members


Warmer/Lead-in (5-5 minutes) • To set lesson context and engage students

Share a G-Slide presentation and the first slide. Draw Ss' attention to the family tree. Elicit: family tree, and the members of the family.

Exposure (6-6 minutes) • To provide a model of production expected in coming tasks through reading/listening

Screenshare Jamboard slide 1, ask Ss to read sentences 1-4 and choose the correct names a-e. Give Ss 2 minutes, Ss do the task individually. OCFB. Provide answers on G-Slide presentation (Slide 4). Send Ss a link to Wordwall "missing word" activity. Screenshare the Wordwall activity to demonstrate the task. Tell Ss: Look at the sentences. Listen and complete them. Choose a correct word on the left to complete the sentences (demonstrate what they should do). Sentences (Audio 5.2): a. Laura is Marta’s … b. Tony is Carmen’s … c. Laura is Tony’s … d. Carlos and Carmen are Rosa’s … e. Luis is Marta’s … f. Carmen is Luis’s … g. Marta and Luis are Tony and Laura’s… - Children - Brother - Son - Wife - Mother - Parents - Grandmother Answers: a. Laura is Marta’s mother b. Tony is Carmen’s son c. Laura is Tony’s wife d. Carlos and Carmen are Rosa’s parents e. Luis is Marta’s brother f. Carmen is Luis’s grandmother g. Marta and Luis are Tony and Laura’s children Check the answers in OCFB.

Useful Language (6-6 minutes) • To highlight and clarify useful language for coming productive tasks

Screenshare G-Slides with the pictures of the jobs to see if Ss know some of them. Screenshare Jamboard slide 2 with the pictures of the jobs, the stickers with the names of the jobs and presentation of the form of useful language: she’s a/an… he’s a/an… Elicit the vocab through matching activity in class: Look at the pictures. Match the pictures with the jobs. Use the sentence: she’s a/an… he’s a/an… Answers: She’s a nurse She’s an engineer He’s a chef He’s a firefighter She’s a teacher She’s a manager Screenshare the next slide: Highlight the difference between possesive and a contracted form of 'is'. Use a picture of Salma Hayek: A: Salma’s an actress. She’s 55. B: She is Valentina’s mother FCQs: Are ’s and ’s in sentences A and B the same? (no) Do we use a or an with 'actress'? (an) We use ‘an’ before vowels a, e, i, o, u (an actress), we use ‘a’ before consonants (a teacher)

Productive Task(s) (20-20 minutes) • To provide an opportunity to practice target productive skills

Share a G-Slide with Ss. Ask Ss to look at the slide and tell them they are going to do a speaking task. You need to tell each other about people in your family. Choose 4 names of people in your family and tell the others who they are (demonstrate an example on the slide, draw their attention to the form 's). Give Ss 1-2 minutes to prepare their answers. Ask them to write 4 names in a chat box before they speak. Speaking task: - Write 4 names of people in your family - Tell other students in your group who they are. (Use these and other ideas: Age, Job, Family, Place where they live, etc.) Demonstration: Alex’s my brother. He’s 35. He’s a manager. He’s Daria and Maria’s father - Remember what other students say about people in their families - Ask them more questions about people in their families Create 3-4 BORs (depending on number of Ss) and send them to the BOR for about 5 minutes. Then shuffle them and give them an opportunity to talk to other Ss. Monitor Ss in their BORs, take notes of good language and mistakes

Feedback and Error Correction (6-6 minutes) • To provide feedback on students' production and use of language

After monitoring Ss during the speaking activity, ask Ss if they remember what other students say about people in their families. E.g.: Who's Maria? (elicit possessive form: She's Luis's sister). Provide feedback on the content and the language they used, try to elicit the correct answers and use peer-editing. Notice the correct language and content used by Ss, examples of good language to praise Ss after the productive task. OCFB, DEC.

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